NOTES: Things to add
related literature
address safety concerns
Fourth Grade Field Trip to Chinatown
This trip will be the culminating event of a week-long thematic unit study on the Chinese culture in order to address the History Standard 4.4.1. Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction. 4.4.3. Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
On Monday, Tuesday and Wednesday, we will be reading two books. "The Story About Ping" chronicles the life and adventures of a duck in China. "Tikki Tikki Tembo" is the story of two young brothers in China and includes beautiful illustraions that illuminate the artistic style and architecture found in China. We will also be incorporating other lessons during the week in other areas such as math, history, reading, and art that will further support the students' learning in relation to the Chinese culture.
Story about Ping
Tikki Tikki Tembo
Language of the Discipline
Architecture
Timber
Axis
Courtyard
Harmony with Nature
Royal Palaces
Tombs
Residential Housing
Religious Pagodas and Temples
History
Transcontinental Railroad
Immigration
1882 Chinese Exclusion Act
Trip Outline
We will begin the field trip by taking the bus from school to Chinatown. We will start with a walking tour of one street where we will recognize and identify the architecture that we learned about during the week. We will proceed to a Chinese bakery called the Phoenix Bakery where we will sample several pastries common to China. A short walk will take us to the Chinese American Museum where we will be given a tour by a guide who will take the students to specific exhibits which detail the history of Chinese Americans during early California history.
Costs related to the trip will be approximately a $3-5 donation per student for the museum attendance, $3 per student for the bakery tour, and the remaining money will go towards transportation. Students will bring a sack lunch. The supervising teacher will work with the cafeteria staff prior to departure to secure school lunches for qualifying students.
Supervisors will be the class teacher and four to five parent volunteers. Each adult will be responsible for a group of six children.
Schedule
8:00 am Depart from the school parking lot
8:30 am Arrive to Chinatown, walking tour
9:30 am Bakery tour
10:00 am Drive to the Chinese American Museum for the tour
12:30 pm Lunch at the attached public park
2:00 pm Depart
2:30 pm Arrive back at school parking lot
The Follow-Up Activity (Friday during ELA)
The day following the field trip, students will be asked to construct a "5 Senses Poem" based upon their experience the previous day. Students will then illustrate a memorable scene and share their poems and pictures with the class.
The purpose of the assignment will be for the students to process their experiences in a quick, engaging, and low-anxiety way. Furthermore, it will allow the teacher to ascertain what the students learned on the trip, and will enable students to help one another remember various components of the experience. Students will enjoy being reminded of all the unfamiliar sights, smells, sounds, tastes and feelings of the day.
related literature
address safety concerns
Fourth Grade Field Trip to Chinatown
This trip will be the culminating event of a week-long thematic unit study on the Chinese culture in order to address the History Standard 4.4.1. Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction. 4.4.3. Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).
On Monday, Tuesday and Wednesday, we will be reading two books. "The Story About Ping" chronicles the life and adventures of a duck in China. "Tikki Tikki Tembo" is the story of two young brothers in China and includes beautiful illustraions that illuminate the artistic style and architecture found in China. We will also be incorporating other lessons during the week in other areas such as math, history, reading, and art that will further support the students' learning in relation to the Chinese culture.
Language of the Discipline
Trip Outline
We will begin the field trip by taking the bus from school to Chinatown. We will start with a walking tour of one street where we will recognize and identify the architecture that we learned about during the week. We will proceed to a Chinese bakery called the Phoenix Bakery where we will sample several pastries common to China. A short walk will take us to the Chinese American Museum where we will be given a tour by a guide who will take the students to specific exhibits which detail the history of Chinese Americans during early California history.
Here is a link to Chinatown Los Angeles for more background information http://www.chinatownla.com/
Here is the link to the Phoenix Bakery http://phoenixbakeryinc.com/
Here is the link to the Chinese American Museum http://www.camla.org/index.html
Costs related to the trip will be approximately a $3-5 donation per student for the museum attendance, $3 per student for the bakery tour, and the remaining money will go towards transportation. Students will bring a sack lunch. The supervising teacher will work with the cafeteria staff prior to departure to secure school lunches for qualifying students.
Supervisors will be the class teacher and four to five parent volunteers. Each adult will be responsible for a group of six children.
Schedule
8:00 am Depart from the school parking lot
8:30 am Arrive to Chinatown, walking tour
9:30 am Bakery tour
10:00 am Drive to the Chinese American Museum for the tour
12:30 pm Lunch at the attached public park
2:00 pm Depart
2:30 pm Arrive back at school parking lot
The Follow-Up Activity (Friday during ELA)
The day following the field trip, students will be asked to construct a "5 Senses Poem" based upon their experience the previous day. Students will then illustrate a memorable scene and share their poems and pictures with the class.
The purpose of the assignment will be for the students to process their experiences in a quick, engaging, and low-anxiety way. Furthermore, it will allow the teacher to ascertain what the students learned on the trip, and will enable students to help one another remember various components of the experience. Students will enjoy being reminded of all the unfamiliar sights, smells, sounds, tastes and feelings of the day.